Excellence in Delivery and Productivity Working Group Thursday 1 April 2004

Start with much appreciation for support of ccwd and also oregon department of education and dave McDonald for all work he has done to support efforts of work group. Note particularly the JBAC representatives are here.

Dick Knight. Intel International Science and Engineering Fair. Dr. Eve Minger -- non profit for bringing Intel to town. We will have 50 students representing team Oregon. Showcase for region, for our higher education in the region, and also for economy and high tech part of our economy. We have arranged a 16 page special insert in Oregonian May 9th. Want to use this to create awareness in communities - engaging and mentoring - huge impact on these young lives - legacy part - 500 science fairs - more than 40 countries across the world. More than 1000 finalists to compete for over 900 prizes totaling 1,000,000. Takes 1500 Ph. D. level judges. Professional societies will provide 500 of those. OUS is recruiting 1000 additional folks. Short in biology and life sciences. Panel of nobel laureates. Have so many will divide it into 2 panels. Broadcast on OMNI. Extra 500 judges come from special awards groups - about 100 organizations - virtually every professional society and agency. OUS and private colleges - public universities in state and privates have pledged over 1.1 million dollar scholarships. Using for recruiting. Very broad based event. Broken into lots of categories - span the engineering and scientific spectrum - mathematics etc. Held at Oregon convention center. Event with major impact - revenue to region is 8-10 million. About 3000 folks from out of town. 9500 hotel room nights. Team Oregon - students come from all over the state. Fair is culmination of the process. Students learn a huge amount about technical communication and interpersonal communication. System of community engagement. Fair participants are tip of the iceberg. Also have educator track for some of our teachers to interact with researchers from all over the world.

Characterize what we need to do today. Revised version of documents. After today work is to clarify what are legislative and policy objectives to support this work. Great interest from State Board of Education, the Governors Office, the Commissioner of Community Colleges, and a number of other folks who want to participate in thinking about these areas. The next step is to be taken by state board of higher ed tomorrow to adopt various items. If and when that happens tomorrow - work is to continue with you on devilish details. What goes in area - a policy - what legislative actions support the work - what actions of the governors office. Positive conversation with MardiLynn about that. Appreciate the Governor's support. Need to have those sorts of specific actions to get traction on things. Most integrated student centered platform for post secondary education that Oregon has ever had in its history. If concepts are support by board. Will look at budget - measurable outcomes. Certainly have another gathering to look at any draft language and to encourage you to get feedback from your colleagues. Look at new documents concerning strategic focus. Another next step will be to engage with colleagues as well with cc and k-12 on the associated capacity issues and questions. What is our current capacity. With this platform what additional capacity will be achieved. How much greater capacity could we achieve if address issues around student progress -- more education to more oregonians in this refreshed alliance with cc and k-12. What do you see as elements of future agenda for this group.

Question that has come from several directions -- how can we make our intention to reach through these changes to low income, minority, first generation, returning adults. Is not explicit in documents -- how should we do that in each of our initiatives. As initiatives overlap in their impact. How can we be more mindful - that is a goal for this work. Question -- here is stronger platform for more oregonians getting more education. But are there are key content arenas. Should be there a real focus on key content arenas. Should there be attention to that question. Should some content areas be pilots or first efforts. Another question. Is clear to cc colleagues we are looking at one element of the mission of the cc. We have not yet reflected how important it is in the bigger picture of education for oregonians - the whole focus on developmental and professional/technical education. To ask in context of the MBF what could the collaborative role of cc and OUS. business development. All have strong efforts in cc arena - have not culled any of that out in any of the documents to date. In previous group - broad environment of academic excellence. Bring those 3 things to you and ask you to get us going in the conversation to have some discussion of how might benefit from attention there.

Mary Kay. How to reach historically under reached students? Has committee had discussion of economic need issues - students who come from under represented groups feel they don't have the economic means. Make sure students realize early on that college could be in their future. GS. Touch again in what we did in the materials. DM. Committee has a strong commitment towards to these and try to weave into all packages these concerns. In terms of affordability. Several board programs. How to navigate effectively between the groups shared topics like affordability. Access (focus of this group) is number of factors both perception and real affordability. Do intervention -- early entry point into academic career. How does everything reflect retention. MardiLynn. One of the things. Look at state wide student data system. Element in there to reach out to students who don't traditionally think they have college in their future. Be more specific in this project to make reach out more - a number of things deal with access for non-traditional access. Might be things one could do to tweak projects a little bit to reach out to these students more. How can we make sure that we really do reach that population that perhaps could be lessor reached if we are not real explicit in our strategies. Mary Kay. Take an idea like this to ethnic communities or particular schools. Might be some way to implement that. GS. Tim White. We should be more courageous on this point. Two reasons. The investment in this population. What the state needs. Family with 3/4 generation college the 5th generation will go. But if focus efforts on less traditional students will be more transformational on those students and their family. If we could identify the 8/9/10 grade students - cohort of students - embrace them. Otherwise the scale is too large perhaps nothing happens. SOU Provost - success at southern - normal retention 70% rate from the Freshman to the Sophomore year but program only serves 10% of students is 90% successful. Know how to do this but question is to afford. Native Americans and Latinos start in middle schools. Small programs. Native American grant programs are struggling for grant programs. Took a look at example of best progress. What would it cost to implement this more widely in the system. Focus on a few things. Work well with partners. Analyze as move forward - where can best move forward. Pat. There are existing models Trio and Era. Don't want to loose sight of fact - fix model of teaching in k-12 - readiness for post secondary education - primary goal of high school reform work. Do successfully - have consistent set of standards are working toward. What level of skill are necessary for success in post secondary. Data management system in and of its self does not get you there. Purpose to K-16 integrated system is to play information back. Way of calibrating system - not just gathering data - Trio and Era only helpful to a degree - have to impact overall teaching in system.

High school accelerated articulated menu. Encourage students to encourage in post secondary education as have been encouraged to have college experience in high school experience. AP and IB will only reach certain segment of population. What we are trying to do is look at entire system. Expand quality of teaching of every teacher in the system. Mary Kay. We at Portland State have offered "Freshman Inquiry" program at various high schools. That has dramatically increased students at Jefferson as seeing themselves as having the potential to go to college. How you take what works at program at Jefferson to improve teaching in every high school. Want to improve overall functioning of entire system. Get inventory - what is current map of good things going on - what would it cost to make first steps - what can have a state wide impact. What will take us to scale and really impact students across the state.

Goldschmidt. Governor drew road map. It is not going to be rewritten in this room. MBF is to participate with educational partners to pursued legislators we have the capacity to build a platform with the full confidence that this platform is as tightly interconnected and cost effective as we can make it. It is to make it possible to do it with less debt in less time with more diversity of offerings - future generations. I don't think this project is going to be a home to a solution to the problem we are wrestling with. Can't wait until k-12 implements best practices across the board. In another committee, the question of whether or not kids showing up 2 years behind is economic question for state of oregon. If want to have conversation about training students and administrators is over in another committee - has serious economic implications. If we don't deliver tight knit product here - rest of it isn't possible. What I am worried about is we don't have platform here. Isn't possible for a student to have a single transcript. Got to have this. You are the people who can get it for us. Governor has said. We will put you at the front of the line. Long time since Governor said that. K-12 has 5 billion. OUS +CC has 1.2 billion. Not much more coming. This is the biggest deal we have to work with. Don't let the perfect become the enemy of the good. Make 7+17 walk into a room and say you can't separate us with a meat cleaver. We have it glued together.

GS Want to make sure committee know work of this committee is really put to the forefront. The first conversation with the oregon legislature is next friday and it is about this. Want to take them something they want to hear. Take them the concepts and have a positive audience for these concepts. We are then back to how we make it really work for students. Get any ideas about groups of colleagues as get to devilish details and concepts that resonate against 3 system. Get folks want to participate in this.

All prepared students should have access to advanced courses regardless of your location or affordability. For qualified students. Data system - students would be able to see - this one is prepared to take college course - to encourage every student to move forward. DM. Set expectation high - must offer opportunity for advanced courses - put expectation out there. High schools shall offer a certain number of advanced courses. This is part of the high school curriculum. Do it through a variety of delivery mechanisms. AP, IB, High Now. Have to have them available. GCS Interim strategy. Know we have work to do there when get to something with broader scale. How to do it for the student. Mary Kay. MBF - time is closing in on us. At risk of being too bold. Look at online segment here. Something is missing here. In higher ed - course redesign. Need to put students learning at the center - need to cut costs - look at what students need to learn - where can students learn alone on their own - less cost. We have educated 35% more students at 85% of the cost. Better placement of students. Faculty are happier - not doing same thing over and over again. Very good examples out there. Graphic design mathematics and statistics. Good national data.

GS identify gateway courses where could have more on line courses - what could. MK new way of learning - faculty vitality - cutting student costs.

Earl. Thank you for detail on availability of materials. Have gone through it with staff. Don't see any reason not to pursue initiatives. But it is important to listen to expert input in the design process. They need to feel they have been heard before we get the energy to make things happen. DM as move forward with concepts. Have all the material - pull it out and use it later in more detail. Keeping this as a very brief document. Need to look at political process. Need public to understand some of what we are talking about. Need to look at the package. Extremely understandable to legislators. Carry a message back from us. Use common terminology. Going to set a tone.

Chancellor. I echo what Joe just said. Point of clarification. Important to establish there will be many markers of improvement along away. Need some near the front so can declare victory. People need to seen progress soon and reachable. Some early markers of some real success - reachable. Then people will buy into it.

Karen Sprague. Of the 5 items to be listed there are to be agreed upon tomorrow. Committed to doing things in those arenas. The State Board will support policy or actions in the 5 areas. \#2 is consolidation of 2 previous items - common framework for all dual enrollment agreements. Principles that any agreement should contain. Plus common core. Now not talking about general education. Now talking about courses leading to a major. Very different problem than coming up with transferable general ed common core. Provosts suggested bite sized around majors.

JBAC. Put together ties in with looking at outcomes. Put together some broad some recognized components of common core or generation ed. Outcomes give opportunity for each university to maintain uniqueness in way put it together. Has to be some agreed upon sections - fine arts, humanities, sciences. Many road maps. Don't have to reinvent the wheel. Various ways of putting these together. Like to see us - first things first - common core general education is arts/sciences - content area. Before look at science, engineering. Everyone agrees read, write, communicate, numeracy. Touch many bases through a common core. Draft up a timeline. Don't take incremental approach - not really an option. Have some models that can have us move ahead in a more rapid way. Statewide common core would move ahead. GS. Change language of docket tomorrow. Try to hear what others are saying - respect diverse opinions and also be bold. Have read your document. Drew from various examples to support what might be possible in a relatively short amount of time. Question - change of language in docket language. Mary Kay. Key question - are you talking about what students need to be known or to know. Try to dictate to campus what content should be. JBAC is very responsive to call from board and from governor to move ahead in this particular area. Mary Kay is easier to agree on outcomes for majors rather than for generation ed. GS. Goal is fully transferable general ed common core. Could be other things we could do. Could also study leading into common major. Both could be taken on . But at this point want state board to give clear mandate on what is best for students. Fully transferable common core. Let institutions decide together. Here is a reason for you to do well in high school. You have to take these courses. Here is a set of proficiencies we have all agreed upon. Here is a body of knowledge we have to work towards. If we can keep that target. Not just about what course you took. It is about whether or not we learned something.

JBAC has Built upon already existing AAOT. Not something out of the blue.

The 17+7 will have capacity or sufficiency in the offerings and do that very economically. As more students come through, more opportunities and options, can what they aspire to is available. These should be tools that can let us do it. The `` better'' means better service to the students.

Articulation with majors is important to community colleges. Include both. Transferable common core. And work in the major. People can enter with junior standing in the major. Dual enrollment (a) dual admission (b) financial aid and (c) advising and -- faculty/faculty contact important on institution/institution basis. Major articulations. Mary Kay. we have dual admission agreements with various cc and we have different generation ed agreements.

Goldschmidt. For OUS representatives here. We have been given permission to put together the best possible capitol package we can. Isn't clear there will be any. So how good can we make it. Debt ceiling problem. Whether this has any thing to do with MBF. The finance committee will look at projects where universities are doing something with cc that gets more attention. Theme coming from governor to legislature. Governor has been most places. Themes we deliver on academic side won't change. Story is same. This is great place to invest money. Where we can do them with cc buys more than. 1+1 is bigger than more. Probably going to be a little late. Try to have this be as good as can be.